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British Journal of Educational Psychology

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https://www.readbyqxmd.com/read/28691734/regulating-approaches-to-learning-testing-learning-strategy-convergences-across-a-year-at-university
#1
Luke K Fryer, Jan D Vermunt
BACKGROUND: Contemporary models of student learning within higher education are often inclusive of processing and regulation strategies. Considerable research has examined their use over time and their (person-centred) convergence. The longitudinal stability/variability of learning strategy use, however, is poorly understood, but essential to supporting student learning across university experiences. AIMS: Develop and test a person-centred longitudinal model of learning strategies across the first-year university experience...
July 10, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28646561/pathways-to-arithmetic-fact-retrieval-and-percentage-calculation-in-adolescents
#2
Ulf Träff, Kenny Skagerlund, Linda Olsson, Rickard Östergren
BACKGROUND: Developing sufficient mathematical skills is a prerequisite to function adequately in society today. Given this, an important task is to increase our understanding regarding the cognitive mechanisms underlying young people's acquisition of early number skills and formal mathematical knowledge. AIMS: The purpose was to examine whether the pathways to mathematics model provides a valid account of the cognitive mechanisms underlying symbolic-number processing and mathematics in adolescents...
June 23, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28608359/achievement-goal-profiles-and-developments-in-effort-and-achievement-in-upper-elementary-school
#3
Lisette Hornstra, Marieke Majoor, Thea Peetsma
BACKGROUND: The multiple goal perspective posits that certain combinations of achievement goals are more favourable than others in terms of educational outcomes. AIMS: This study aimed to examine longitudinally whether students' achievement goal profiles and transitions between profiles are associated with developments in self-reported and teacher-rated effort and academic achievement in upper elementary school. SAMPLE: Participants were 722 fifth-grade students and their teachers in fifth and sixth grade (N = 68)...
June 13, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28603848/how-restudy-decisions-affect-overall-comprehension-for-seventh-grade-students
#4
Keith W Thiede, Joshua S Redford, Jennifer Wiley, Thomas D Griffin
BACKGROUND: Self-regulated learning requires accurate monitoring and effective regulation of study. Little is known about how effectively younger readers regulate their study. AIMS: We examined how decisions about which text to restudy affect overall comprehension for seventh-grade students. In addition to a Participant's Choice condition where students were allowed to pick texts for restudy on their own, we compared learning gains in two other conditions in which texts were selected for them...
June 12, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28603871/effects-of-achievement-goals-on-perceptions-of-competence-in-conditions-of-unfavourable-social-comparisons-the-mastery-goal-advantage-effect
#5
Sviatlana Kamarova, Nikos L D Chatzisarantis, Martin S Hagger, Taru Lintunen, Mary Hassandra, Athanasios Papaioannou
BACKGROUND: Previous prospective studies have documented that mastery-approach goals are adaptive because they facilitate less negative psychological responses to unfavourable social comparisons than performance-approach goals. AIMS: This study aimed to confirm this so-called 'mastery goal advantage' effect experimentally. METHODS: A 2 × 3 design was adopted where achievement goals (mastery vs. performance) and normative information (favourable vs...
June 11, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28561304/math-anxiety-and-math-performance-in-children-the-mediating-roles-of-working-memory-and-math-self-concept
#6
M José Justicia-Galiano, M Eva Martín-Puga, Rocío Linares, Santiago Pelegrina
BACKGROUND: Numerous studies, most of them involving adolescents and adults, have evidenced a moderate negative relationship between math anxiety and math performance. There are, however, a limited number of studies that have addressed the mechanisms underlying this relation. AIMS: This study aimed to investigate the role of two possible mediational mechanisms between math anxiety and math performance. Specifically, we sought to test the simultaneous mediating role of working memory and math self-concept...
May 31, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28555753/bullying-and-cyberbullying-studies-in-the-school-aged-population-on-the-island-of-ireland-a-meta-analysis
#7
Mairéad Foody, Muthanna Samara, James O'Higgins Norman
BACKGROUND: Bullying research has gained a substantial amount of interest in recent years because of the implications for child and adolescent development. AIM AND SAMPLE: We conducted a meta-analysis of traditional and cyberbullying studies in the Republic and North of Ireland to gain an understanding of prevalence rates and associated issues (particularly psychological correlates and intervention strategies) among young people (primary and secondary school students)...
May 26, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28543630/preliminary-validation-of-the-perceived-locus-of-causality-scale-for-academic-motivation-in-the-context-of-university-studies-ploc-u
#8
Manuel Sánchez de Miguel, Izarne Lizaso, Daniel Hermosilla, Carlos-Maria Alcover, Marios Goudas, Enrique Arranz-Freijó
BACKGROUND: Research has shown that self-determination theory can be useful in the study of motivation in sport and other forms of physical activity. The Perceived Locus of Causality (PLOC) scale was originally designed to study both. AIM: The current research presents and validates the new PLOC-U scale to measure academic motivation in the university context. We tested levels of self-determination before and after academic examinations. Also, we analysed degree of internalization of extrinsic motivation in students' practical activities...
May 25, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28485009/an-investigation-of-the-mechanism-underlying-teacher-aggression-testing-i-3-theory-and-the-general-aggression-model
#9
Paul Montuoro, Tim Mainhard
BACKGROUND: Considerable research has investigated the deleterious effects of teachers responding aggressively to students who misbehave, but the mechanism underlying this dysfunctional behaviour remains unknown. AIMS: This study investigated whether the mechanism underlying teacher aggression follows I(3) theory or General Aggression Model (GAM) metatheory of human aggression. I(3) theory explains exceptional, catastrophic events of human aggression, whereas the GAM explains common human aggression behaviours...
May 8, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28452407/individual-social-and-family-factors-associated-with-high-school-dropout-among-low-ses-youth-differential-effects-as-a-function-of-immigrant-status
#10
Isabelle Archambault, Michel Janosz, Véronique Dupéré, Marie-Christine Brault, Marie Mc Andrew
BACKGROUND: In most Western countries, the individual, social, and family characteristics associated with students' dropout in the general population are well documented. Yet, there is a lack of large-scale studies to establish whether these characteristics have the same influence for students with an immigrant background. AIMS: The first aim of this study was to assess the differences between first-, second-, and third-generation-plus students in terms of the individual, social, and family factors associated with school dropout...
April 28, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28440010/self-concept-mediates-the-relation-between-achievement-and-emotions-in-mathematics
#11
Jojanneke P J Van der Beek, Sanne H G Van der Ven, Evelyn H Kroesbergen, Paul P M Leseman
BACKGROUND: Mathematics achievement is related to positive and negative emotions. Pekrun's control-value theory of achievement emotions suggests that students' self-concept (i.e., self-appraisal of ability) may be an important mediator of the relation between mathematics achievement and emotions. AIMS: The aims were (1) to investigate the mediating role of mathematical self-concept in the relation between mathematics achievement and the achievement emotions of enjoyment and anxiety in a comprehensive model, and (2) to test possible differences in this mediating role between low-, average-, and high-achieving students...
April 25, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28401989/cross-lagged-relations-between-teacher-and-parent-ratings-of-children-s-task-avoidance-and-different-literacy-skills
#12
George K Georgiou, Riikka Hirvonen, George Manolitsis, Jari-Erik Nurmi
BACKGROUND: Task avoidance is a significant predictor of literacy skills. However, it remains unclear whether the relation between the two is reciprocal and whether it is affected by the type of literacy outcome, who is rating children's task avoidance, and the children's gender. AIM: The purpose of this longitudinal study was to examine the cross-lagged relations between teacher and parent ratings of children's task avoidance and different literacy skills. SAMPLE: One hundred and seventy-two Greek children (91 girls, 81 boys) were followed from Grade 1 to Grade 3...
April 12, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28401983/using-confirmatory-factor-analysis-to-validate-the-chamberlin-affective-instrument-for-mathematical-problem-solving-with-academically-advanced-students
#13
Scott A Chamberlin, Alan D Moore, Kelly Parks
BACKGROUND: Student affect plays a considerable role in mathematical problem solving performance, yet is rarely formally assessed. In this manuscript, an instrument and its properties are discussed to enable educational psychologists the opportunity to assess student affect. AIMS: The study was conducted to norm the CAIMPS (instrument) with gifted students. In so doing, educational psychologists are informed of the process and the instrument's properties. SAMPLE: The sample was comprised of 160 middle-grade (7 and 8) students, identified as gifted, in the United States...
April 12, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28378349/an-unintentional-pro-black-bias-in-judgement-among-educators
#14
Jordan R Axt
BACKGROUND: Previous work indicates widespread preference for White over Black people in attitudes and behaviour. However, there are instances where Black people receive preferential treatment over White people. AIMS: This study aimed to investigate whether a sample of education professionals would favour Black or White applicants to an academic honour society, and the extent to which any biases were related to conscious intentions. SAMPLE: Participants were education professionals (N = 618; 75...
April 4, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28374453/construct-validity-of-the-wechsler-intelligence-scale-for-children-fourth-uk-edition-with-a-referred-irish-sample-wechsler-and-cattell-horn-carroll-model-comparisons-with-15-subtests
#15
Gary L Canivez, Marley W Watkins, Rebecca Good, Kate James, Trevor James
BACKGROUND: Irish educational psychologists frequently use the Wechsler Intelligence Scale for Children - Fourth UK Edition (WISC-IV(UK) ; Wechsler, 2004, Wechsler Intelligence Scale for Children-Fourth UK Edition, London, UK, Harcourt Assessment) in clinical assessments of children with learning difficulties. Unfortunately, reliability and validity studies of the WISC-IV(UK) standardization sample have not yet been reported. Watkins et al. (2013, International Journal of School and Educational Psychology, 1, 102) found support for a bifactor structure with a large sample (N = 794) of Irish children who were administered the 10 WISC-IV(UK) core subtests in clinical assessments of learning difficulties and dominance of general intelligence...
April 3, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28349528/the-role-of-preschool-teacher-child-interactions-in-academic-adjustment-an-intervention-study-with-playing-2-gether
#16
Sanne Van Craeyevelt, Karine Verschueren, Caroline Vancraeyveldt, Sofie Wouters, Hilde Colpin
BACKGROUND: Social relationships can serve as important risk or protective factors for child development in general, and academic adjustment in particular. AIMS: This study investigated the role of teacher-child interactions in academic adjustment among preschool boys at risk of externalizing behaviour, using a randomized controlled trial study with Playing-2-gether (P2G), a 12-week indicated two-component intervention aimed at improving the affective quality of the teacher-child relationship and teacher behaviour management...
March 28, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28299771/diagrams-benefit-symbolic-problem-solving
#17
Junyi Chu, Bethany Rittle-Johnson, Emily R Fyfe
BACKGROUND: The format of a mathematics problem often influences students' problem-solving performance. For example, providing diagrams in conjunction with story problems can benefit students' understanding, choice of strategy, and accuracy on story problems. However, it remains unclear whether providing diagrams in conjunction with symbolic equations can benefit problem-solving performance as well. AIMS: We tested the impact of diagram presence on students' performance on algebra equation problems to determine whether diagrams increase problem-solving success...
March 16, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28295189/unpacking-socio-economic-risks-for-reading-and-academic-self-concept-in-primary-school-differential-effects-and-the-role-of-the-preschool-home-learning-environment
#18
Alexandria Crampton, James Hall
BACKGROUND: Uncertainty remains concerning how children's reading and academic self-concept are related and how these are differentially affected by social disadvantage and home learning environments. AIMS: To contrast the impacts of early socio-economic risks and preschool home learning environments upon British children's reading abilities and academic self-concept between 7 and 10 years. SAMPLE: n = 3,172 British children aged 3-10 years and their families...
March 13, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28294299/the-contribution-of-parent-child-numeracy-activities-to-young-chinese-children-s-mathematical-ability
#19
Qi Huang, Xiao Zhang, Yingyi Liu, Wen Yang, Zhanmei Song
BACKGROUND: A growing body of recent research has shown that parent-child mathematical activities have a strong effect on children's mathematical learning. However, this research was conducted predominantly in Western societies and focused mainly on mothers' involvement in such activities. AIMS: This study aimed to examine both mother-child and father-child numeracy activities in Hong Kong Chinese families and both parents' unique roles in predicting young Chinese children's mathematics ability...
March 12, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28266030/consequences-of-childhood-reading-difficulties-and-behaviour-problems-for-educational-achievement-and-employment-in-early-adulthood
#20
Diana Smart, George J Youssef, Ann Sanson, Margot Prior, John W Toumbourou, Craig A Olsson
BACKGROUND: Reading difficulties (RDs) and behaviour problems (BPs) are two common childhood problems that have a high degree of stability and often negatively affect well-being in both the short and longer terms. AIMS: The study aimed to shed light on the unique and joint consequences of these two childhood problems for educational and occupational outcomes in early adulthood. SAMPLE: Data were drawn from a life-course longitudinal study of psychosocial development, the Australian Temperament Project...
March 7, 2017: British Journal of Educational Psychology
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